My colleagues at the Rural Vitality Lab, Catharine Biddle, Mark Tappan, and I have just completed a five year collaborative project on trauma-responsive equitable education in two under-resourced elementary schools in rural Maine. In partnership with local nonprofit  Cobscook Institute our mission was to strengthen schools and their surrounding communities with a trauma- and equity-informed approach designed to fortify rural environments and lead to healthier and more successful outcomes for all students. My contribution, in collaboration with a brilliant research-practice partnership team, was to ensure student expertise and voice were integrated in all aspects of the project.

In addition to a few of our articles below, our book Trauma-Responsive Schooling:  Centering Student Voice and Healing will be published this spring by Harvard Education Press. 

Brown, L.M. & Flaumenhaft, J. (2019). Student-Empowered Curricular Change as Trauma Informed Practice. Phi Delta Kappan, 100(6): 13-19.

Mette, I., Biddle, C., Brown, L., & Tappan, M. (2018). The TREE branches of community support: How school-community partnerships can drive rural reform efforts. Journal of Maine Education, 34: 55-65.

Biddle, C., Mette, I., Brown, L.M., Tappan, M., Ray, B., & Strickland, S. (2018). “Addressing rural, wicked problems through collaboration: Critical reflections on a school-university-community design process.” In M. Reardon & J. Leonard (Eds), Making a Positive Impact in Rural Places: Change Agency in School-University-Community Collaboration in Education. Charlotte, NC: Information Age Publishing.